NECAP Grade Level Expectations (GLEs) for Math Grade 6
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Practice Tests for End of Grade 6 GLEs to be
administered Fall of Grade 7:
Practice
Test | Practice
Test Resource Material (with Sample Student Work)
NECAP 2005 Released Items for Grade 6 to be administered
Fall of Grade 7:
Released Items | Support
Materials
Web-based Math GLEs |
GLE |
Support
Materials/ Student Work
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| M(N&O)-6-1 Demonstrates conceptual understanding of rational numbers with respect to ratios (comparison of two whole numbers by division a/b, a : b, and a ÷ b , where b 0); and rates (e.g., a out of b, 25%) using models, explanations, or other representations*. *Specifications for area, set, and linear models for grades 5 - 8: Fractions: The number of parts in the whole are equal to the denominator, a multiple of the denominator, or a factor of the denominator. Percents: The number of parts in the whole is equal to 100, a multiple of 100, or a factor of 100 (for grade 5); the number of parts in the whole is a multiple or a factor of the numeric value representing the whole (for grades 6-8). Decimals (including powers of ten): The number of parts in the whole is equal to the denominator of the fractional equivalent of the decimal, a multiple of the denominator of the fractional equivalent of the decimal, or a factor of the denominator of the fractional equivalent of the decimal. |
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| M(N&O)-6-2 Demonstrates understanding of the relative magnitude of numbers by ordering or comparing numbers with whole number bases and whole number exponents (e.g.,33, 43), integers, or rational numbers within and across number formats (fractions, decimals, or whole number percents from 1- 100) using number lines or equality and inequality symbols. |
Whole number bases and whole number exponents, and fractional bases with whole number exponents |
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| M(N&O)-6-3 Demonstrates conceptual understanding of mathematical operations by describing or illustrating the meaning of a power by representing the relationship between the base (whole number) and the exponent (whole number) (e.g.,33, 43); and the effect on the magnitude of a whole number when multiplying or dividing it by a whole number, decimal, or fraction. | Student Work Sample (PDF) Whole number bases and whole number exponents, and fractional bases with whole number exponents Relationship between repeated addition and multiplication of whole numbers Relationship between repeated subtraction and division of whole numbers |
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| M(N&O)-6-4 Accurately solves
problems involving single or multiple operations on fractions (proper,
improper, and mixed), or decimals; and addition or subtraction of integers;
percent of a whole; or problems involving greatest common factor or
least common multiple. (IMPORTANT: Applies the conventions of order of operations with and without parentheses.) |
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Web-based Math GLEs |
GLE |
Support
Materials/ Student Work
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| M(G&M)-6-1 Uses properties or attributes of angles (right, acute, or obtuse) or sides (number of congruent sides, parallelism, or perpendicularity) to identify, describe, classify, or distinguish among different types of triangles (right, acute, obtuse, equiangular, scalene, isosceles, or equilateral) or quadrilaterals (rectangles, squares, rhombi, trapezoids, or parallelograms). | Attributes and properties | |
| M(G&M)-6-3 Uses properties or attributes (shape of bases, number of lateral faces, number of bases, number of edges, or number of vertices) to identify, compare, or describe three-dimensional shapes (rectangular prisms, triangular prisms, cylinders, spheres, pyramids, or cones). | Student Work Sample (PDF) |
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| M(G&M)-6-5 Demonstrates conceptual understanding of similarity by describing the proportional effect on the linear dimensions of polygons or circles when scaling up or down while preserving the angles of polygons, or by solving related problems (including applying scales on maps). Describes effects using models orsc explanations. | ||
| M(G&M)-6-6 Demonstrates conceptual understanding of perimeter of polygons, the area of quadrilaterals or triangles, and the volume of rectangular prisms by using models, formulas, or by solving problems; and demonstrates understanding of the relationships of circle measures (radius to diameter and diameter to circumference) by solving related problems. Expresses all measures using appropriate units. |
Measures and uses units of measure appropriately and consistently Whole number bases and whole number exponents, and fractional bases with whole number exponents |
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| M(G&M)-6-7
Measures and uses units of measures appropriately and consistently,
and makes conversions within systems when solving problems across the
content strands. Benchmarks in Appendix B. |
Measures and uses units of measure appropriately and consistently |
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Web-based Math GLEs |
GLE |
Support
Materials/ Student Work
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| M(F&A)-6-1 Identifies and extends to specific cases a variety of patterns (linear and nonlinear) represented in models, tables, sequences, graphs, or in problem situations; or writes a rule in words or symbols for finding specific cases of a linear relationship; or writes a rule in words orsc symbols for finding specific cases of a nonlinear relationship; and writes an expression orsc equation using words orsc symbols to express the generalization of a linear relationship (e.g., twice the term number plus 1 orsc 2n + 1). | Student Work Sample (PDF) Proportional linear relationships (y = kx) Non-proportional
linear relationships (y = mx + b) Expresses generalization or rule using words or symbols Pattern Summary Table by grade level
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| M(F&A)-6-2 Demonstrates conceptual understanding of linear relationships (y = kx; y = mx + b) as a constant rate of change by constructing or interpreting graphs of real occurrences and describing the slope of linear relationships (faster, slower, greater, or smaller) in a variety of problem situations; and describes how change in the value of one variable relates to change in the value of a second variable in problem situations with constant rates of change. |
Proportional linear relationships (y = kx) Non-proportional linear relationships (y = mx + b) Distinguishes between constant and varying rates Describes the meaning of slope and intercept in concrete situations |
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| M(F&A)-6-3 Demonstrates conceptual understanding of algebraic expressions by using letters to represent unknown quantities to write linear algebraic expressions involving two or more of the four operations; or by evaluating linear algebraic expressions (including those with more than one variable); or by evaluating an expression within an equation (e.g., determine the value of y when x = 4 given y = 3x - 2). | Algebraic
expression Evaluating algebraic expressions Examples of forms of equations |
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M(F&A)-6-4 Demonstrates
conceptual understanding of equality by showing equivalence between
two expressions using models or different representations of the expressions
(expressions consistent with the parameters of M(F&A)-6-3), solving
multi-step linear equations of the form ax ± b = c, where a,
b, and c are whole numbers with a  0.
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Proportional linear relationships (y = kx) |
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Web-based Math GLEs |
GLE |
Support
Materials/ Student Work
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| M(DSP)-6-1 Interprets a given representation (circle graphs, line graphs, or stem-and-leaf plots) to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems. (IMPORTANT: Analyzes data consistent with concepts and skills in M(DSP)-6-2.) |
Student Work Sample (PDF) |
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| M(DSP)-6-2 Analyzes patterns, trends or distributions in data in a variety of contexts by determining or using measures of central tendency (mean, median, or mode) or dispersion (range) to analyze situations, or to solve problems. | Pattern | |
| M(DSP)-6-4 Uses counting techniques to solve problems in context involving combinations or simple permutations using a variety of strategies (e.g., organized lists, tables, tree diagrams, models, Fundamental Counting Principle, orsc others). | Solves problems using a variety of counting strategies | |
| M(DSP)-6-5 For a probability event in which the sample space may or may not contain equally likely outcomes, determines the experimental or theoretical probability of an event in a problem-solving situation. | ||